The purpose of the screener is to identify the presence of home language ... If the student repeats the sentence using a
Background The SEL Linguistic Screener is an informal teacher observation tool that is used by the Academic English Mastery Program to identify the use of home language by students. The Screener does not contain an exhaustive list of home language features but it does list high-frequency features that are often found in the speech or writing of SELs in Los Angeles. It is very natural for each Standard English Learner to exhibit the use of different features to varying degrees. The purpose of the screener is to identify the presence of home language fluency which signals that a student would particularly benefit from Mainstream English Language Development. How to use the SEL Linguistic Screener For students in K-1 administer the Individual Sentence Retelling. Administer both options to students in grades 2-12. Individual Sentence Retelling (K-12) Directions: Read the sentence aloud to your student. Have the student repeat the sentence to you orally. If the student repeats the sentence using a Home Language feature listed in the possible responses, check the box and highlight which linguistic feature they used for the purposes of assessment and instruction. Whole Group Dictation Test (Grades 2--12) Directions: Read each sentence aloud to your students. Have the students write down each sentence as it is read. You may repeat the sentences for the students as needed. Review each dictation test to identify the use of Home Language features. Check the box and highlight which linguistic feature they used for the purposes of assessment and instruction.
How to Use the SEL Linguistic Screener
Screening Tool for Identifying the Use of African-American (AAL) Linguistic Features Student’s Name _______________________ Grade/ Subject_________________________ Standard English Possible (AAL) Linguistic Features Responses (Explicit) 1. She spent 35 cents. 35 cent Plural Marker 2. Carol is my sister. C’al, sista The /R/ Sound 3. Ashanti has an umbrella. a umbrella Indefinite Article 4. He drove himself to the hisself Reflexive Pronoun hospital. 5. We were in the classroom. 6. The cat is in the tree. 7. I put my test on the desk. 8. Miles swims everyday. 9. It’s cold. 10. He doesn’t have any friends. 11. There he is. 12. My teeth hurt. 13. My mother is usually at home. 14. That’s Carla’s car. 15. I see those children. 16. My mother cooked dinner last night. 17. She uses a pen to write. 18. They are running very fast. 19. She stayed at a hotel. 20. I’m going to wash the car. 21. I won a million in the lottery.
was The cat in the tree. tes, des
Past Tense Auxiliary Verb Copula (linking) Verb Consonant Cluster
swim col
Third Person Singular Consonant Cluster and /L/ Sound Multiple Negation Use of “go” as copula verb “th/f” sound Habitual be—meaning customarily Possessive Marker Demonstrative Pronoun Past Tense Marker “ed”
Vowel Pairs / Homophones /e/ /i/ Inflectional Ending “ing” Syllable Stress Patterns First Person Future The /L/ sound when it precedes th /w/, /j/, or /r/ sounds
don’t, no go teef be Carla them or dem cook pin runnin hotel I’m gonna miyon
Screening Tool for Identifying the Use of Mexican-American (MxAL) Linguistic Features Student’s Name _______________________ Grade/ Subject_________________________ Standard English 1. Don’t be bad. 2. She has an umbrella. 3. Do you have a pen? 4. We were driving down the street. 5. Miguel wore a white hat. 6. He doesn’t have any friends. 7. My brother is going to the movies. 8. She runs everyday. 9. She doesn’t mind if you talk. 10. Alex is sitting on the couch. 11. Yesterday, he started selling newspapers. 12. The Pharaohs were the kings of Egypt. 13. Raise the flag! 14. The firemen saved many lives. 15. This game is new, it just came out.
Third Person Singular Consonant Clusters Prepositional Variation Past Tense Marker
in
Prepositional Variation
race lifes barely
“Z” Sound “V” Sound Lexical Item “barely’ replaces the colloquial use of timeliness or scarcity. Pronunciation of “the” as “thee” before a word that starts with a vowel Third Person Singular Prepositional Variation
Pronoun Usage
16. The apple.
thuh
17. He jumps rope to get into shape. 18. There’s a big tree with leaves on it. 19. He is washing his hair.
jump them …is washing the hair
Linguistic Features (Explicit)
Screening Tool for Identifying the Use of Hawaiian-American (HAL) Linguistic Features Student’s Name _______________________ Grade/ Subject_________________________
